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dc.contributor.authorSiele, Davld Kipkirui
dc.date.accessioned2017-09-13T09:26:48Z
dc.date.available2017-09-13T09:26:48Z
dc.date.issued2016-11
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/17797
dc.descriptionA research thesis submitted in the partial fulfilment of the requirements for the award of the Degree of Master of Education (Special Needs Education) in the School of Education of Kenyatta University. November, 2016en_US
dc.description.abstractIn Kenya many children who encounter reading problems to some extent might complete the 8 years of primary education without the ability to read even a three letter word. Hence this study sought to establish strategies that influence reading performance of learners with reading difficulties in public primary schools in Chepalungu Sub-County, Borriet County. Specifically it sought to: identify reading deficits common in children with reading difficulties among primary schools; established the characteristics of pupils with reading difficulties; established the challenges teachers face while handling pupils with reading difficulties and determined the strategies adopted by teachers to influence reading performance of pupils with reading difficulties in Chepalungu Sub-County. The method adopted was research survey which was conducted in the form of a correlational research design within the confines ofthe study. The study used quantitative approach in data analysis where descriptive statistical techniques were used to provide an overall picture of the reading skills of the children. The target population comprised of 17,177 pupils and 1569 teachers from 32 public primary schools in two zones of Chepalungu Sub- County of Bomet County. The sample size of the study was 384 pupils and 128 teachers as respondents. Questionnaire, Checklist on Reading Errors, Reading Passages Levels 1 - 4 and Word List Levels 1 - 5 were used as the instruments to collect data. Qualitative data obtained were analysed thematically. The results from the analysis were presented using percentages, frequency distribution tables, bar graphs, and pie-charts. The findings of this study will be helpful to a number of stakeholders such as policy makers and planners to generate appropriate policy measures, thus leading to appropriate corrective measures to improve reading difficulty in schools of Chepalungu, Bomet County. It is also hoped that the findings of this study would have implications on national examinations, which should be tailored to meet the needs of pupils with reading difficulties.en_US
dc.publisherKenyatta Universityen_US
dc.titleStrategies that influence reading performance of learners with reading difficulties in english among public primary schools in Chepalungu, Bomet county,Kenyaen_US
dc.typeThesisen_US


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